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JEES (Journal of English Educators Society)
Published by Universitas Muhammadiyah Sidoarjo
ISSN : 25033492     EISSN : 25033492     DOI : https://doi.org/10.21070/jees
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Aim: to facilitate scholar, researchers, and teachers for publishing the original articles of review articles. Scope: Language Education include: English Education English Literature English Linguistics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 215 Documents
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English Learning Management System (ELMS) in the post-pandemic era: Comparative study Junining, Esti; Herawati; Setiarini, Nuria
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1801

Abstract

In the post-pandemic era, virtual English educational environments are replacing the role of traditional classroom instruction. Due to the technological revolution and the COVID-19 pandemic, English learning has evolved considerably in recent decades in educational parties at the higher education levels in Indonesia, especially English Language Teaching, have offered various new options. ELMS is referred to as a program that may optimize the ease of English learning while promoting sustainable learning at home, particularly for lecturers who must provide English teaching-learning during the challenging periods of the COVID-19 pandemic. Existing previous studies confirmed that acceptance of the ELMS in higher education may vary from one country to another. This paper attempted to answer questions dealing with students’ engagement in learning and the usage of ELMS in Indonesia compared to other countries. The study surveys online polling and measures their acceptance and preference of ELMS in Indonesian higher education. The findings showed that as a sustainability program in higher education, ELMS had favorable impacts during the COVID-19 outbreak and was recognized as user-friendly. HIGHLIGHTS: An English Learning Management System (ELMS) is a platform designed to facilitatethe teaching and learning of the English language. This research compares the use of ELMS in four continents namely Asia, Europe, Americaand Middle East There is no big difference of the use of ELMS in post-pandemic eras
Social media for improving the students’ vocabulary mastery in ESP Maritime English Ratnaningsih, Dyah; Purwati, Oikurema; Munir, Ahmad
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1805

Abstract

The ever-expanding globalization era brings with it a host of new developments in people's lives, including methods of learning, especially when it comes to increasing vocabulary in English, the universal language of communication. Economic issues are greatly impacted by globalization; as a result, trade between countries is growing quickly, and shipping is the most suitable means of transportation. Consequently, there is a growing need for proficient sailors who speak English, especially maritime English, in order to demonstrate clear communication and reduce accidents brought on by miscommunications between crew members and ships. For students in maritime schools, learning Maritime English (ME) terminology is a prerequisite to developing proper communication skills. Social media is one of the teaching strategies used with students at the maritime academy. HIGHLIGHTS: The effectiveness of social media in improving the students’ maritime Englishvocabulary in ESP Maritime English. Several social media such as YouTube, Instagram and Facebook related tomaritime always share the useful knowledge and current issues in globalmaritime world. The social media related to the certain studies are suggested to be followed bythe learners to improve their knowledge and skills.
The Efficacy of Blended Learning in Enhancing Oral Proficiency in Aviation School: An In-depth Investigation Sylvia, Tiara; Rochmawati, Laila; Diriyanti Novalina, Susi
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1806

Abstract

Blended learning has been identified as a highly promising instructional approachwithin vocational education institutions. The objective of this study is to examine the disparities in speaking skills learning strategies between traditional (face-to-face) instruction and blended learning. Additionally, the study seeks to ascertain the impact of these learning strategies on students' speaking abilities in both traditionaland blended learning environments. The present study employs a quantitativeresearch approach, utilizing an experimental design. The sample for this studycomprised 120 participants, 24 participants representing Politeknik PenerbanganMedan and 96 participants representing Politeknik Penerbangan Surabaya. Theresults of this study suggest that the mere adoption of technology and the removalof the traditional classroom setting do not suffice in establishing an optimal learningenvironment for individuals learning a second or foreign language. Nevertheless,there exists a considerable opportunity to amalgamate conventional educationalsettings with contemporary technological advancements in order to enhancestudents' academic achievements across various abilities and sub-skills, with aparticular emphasis on oral communication proficiency. Based on the resultsobtained from the study, it is possible to draw the following conclusions: 1) Astatistically significant disparity exists in the proficiency of English speaking skillswhen employing the blended learning approach. 2) A statistically significantdiscrepancy is observed in the proficiency of English speaking skills for theexperimental group, thereby corroborating the efficacy of post-implementationlearning strategies. HIGHLIGHTS : The experimental group demonstrated significant improvements in various aspects of speaking skills,leading to a notable increase in mean speaking ability scores from pre-test to post-test, indicating anoverall enhancement of 11.80%. Conversely, the control group showed minimal improvements,reflecting a minor increase in pre-test to post-test scores. The ANOVA test results revealed no statistically significant difference in the mean initial ability scorebetween participants exposed to blended learning techniques and those receiving traditional methodsfor the pretest. However, for the posttest, a significant difference was observed, suggesting thatblended learning approaches significantly enhanced final ability scores compared to traditionalmethods. Blended learning, facilitated by multimedia sources like E-Module Aviation Speaking PreparationTest, creates a conducive learning environment and improves independent learning strategies,ultimately enhancing students' speaking achievements. Incorporating blended learning approaches in language education can lead to better learning outcomes and enhanced language proficiency, supportedby previous research demonstrating the benefits of blended learning over face-to-face teaching.Providing online resources can add value to students and improve their performance, particularly inspeaking lessons tailored to meet students' needs and interests.
A Sociocultural Analysis of Teachers’ Belief Changes: A Case of Two Teach-Abroad EFL Teachers Sahiruddin, Sahiruddin; Arifani, Yudhi; Anyanwu, Clinton Chidiebere; Suryanto, Jati
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1810

Abstract

This inquiry explores English foreign language (EFL) teacher beliefs in teach-abroad (TA) contexts under the umbrella of Vygotsky’s sociocultural theory (SCT) of mind. The previously available literature on teacher beliefs has relied mostly on quantitative survey research concerning belief as an inert variable; an internal representation of experience is resilient to evolve. Due to the prevalence of the theory of mind or cognitive orientation under the sociocultural theory, this case study aims to examine two TA EFL teachers’ belief changes in the new TA context and conceptualize the teachers’ beliefs from a sociocultural perspective. The participants involved EFL teachers (both pseudonyms): Ivan (male, aged 26) and Melanie (female, aged 24) attending different types of TA were recruited for this research. We collected the data through pre-and post-TA interviews and teaching journals with other triangulated methods like teaching autobiographies and recall experiences. The findings advocated that EFL teachers’ teaching beliefs continuously evolve according to their TA goals and experiences, and their belief changes involve a remediation process that leads to different teaching actions. Their internalized EFL teaching beliefs within meaningful environments influence the success of their TA teaching. HIGHLIGHTS: EFL teachers’ teaching beliefs continuously evolve according to their TA goals and experiences EFL teacher’s belief changes involve a remediation process that leads to different teaching actions Socio-cultural context of teaching and learning practice facilitates the perception of teachers’ teaching beliefs.
Strategies-Based English Instruction as a Method for Enhancing Reading Comprehension Skills in Higher Education Students Sukarno, Sukarno; Dewi, Henda Harmantia; Saputro, Eko Prasetyo Nugroho; Priyana, Joko
JEES (Journal of English Educators Society) Vol 9 No 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i2.1823

Abstract

Reading comprehension skills are pivotal for the academic success and future careers of communication science students, making the use of effective teaching strategies essential for their development. This Classroom Action Research (CAR) investigates how Strategies-Based Instruction (SBI) improves students’ reading comprehension and overall learning experiences. Data were collected through observation, tests, and interviews, with quantitative analysis conducted using SPSS and qualitative analysis performed thematically. The results indicate that the implementation of SBI in reading classes increases students’ reading comprehension and positively influences aspects such as materials organization, student engagement, attitudes towards reading, and motivation to attend classes. Additionally, SBI promotes direct strategies that assist students master key skills, thereby better preparing them for their future careers. This study suggests that teachers should be equipped with both technological and pedagogical knowledge, through workshops or training, to improve their professionalism, particularly in teaching reading through the SBI framework. HIGHLIGHTS: SBI increases students’ reading comprehension. SBI Positively influences learning experiences. SBI promotes direct strategies that assist students master key skills for their futurecareers.
Autonomous learning of English pronunciation through vlogs: evidence from two Indonesian EFL students Siti Fatimah, Asri; Nurul Fitria, Ita; Saputra, Yuyus; Gafar Auliya, Acep; Demir, Kemal
JEES (Journal of English Educators Society) Vol 9 No 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i2.1824

Abstract

The growing popularity of Vlogs, particularly on platforms like YouTube, offers avaluable medium for English as Foreign Language (EFL) learners to autonomously improve their English pronunciation outside the classroom. This study aims to describe how students enhance their English pronunciation through English language vlogs. A descriptive case study approach was utilized, involving two students majoring in English Education at a university in Tasikmalaya, West Java, Indonesia. Data were collected through semi structured interviews and analyzed using thematic analysis. The findings indicate that the students employed several strategies to learn English pronunciation via vlogs, including (1) memorizing word pronunciation through repetition; (2) comprehending and applying English language skills from vlogs; (3) utilizing technological tools for assisstance; and (4) engaging in English Communication with others as a means of practical application. The study concludes that students utilize a variety of strategies to improve their English pronunciation through vlogs. Applying these strategies appears to facilitate learning, and enhance their pronunciation. HIGHLIGHTS: Repetition as a Key Strategy: Students relied on repetition to memorize and reinforce the pronunciation of new words learned through vlogs Technology as a Support Tool: The use of technological tools like online dictionaries and Google Translate helped students overcome pronunciation challenges and enhance their autonomous learning process. Social Interaction for Practice: Students applied the pronunciation skills they learned from vlogs in real-life conversations with peers to strengthen their learning through practical use.
Artificial Intelligence in English Language Teaching: Fostering Joint Enterprise in Online Communities Floris, Flora Debora; Widiati, Utami; Renandya, Willy Ardian; Basthomi, Yazid
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1825

Abstract

This paper examines the role of Joint Enterprise within Virtual Communities of Practice (VCoP) in the realm of English Language Teaching (ELT), particularly in relation to the integration of Artificial Intelligence (AI) tools. The study focuses on the discussions in five open Facebook groups, to explore how teachers collectively navigate the application of AI technologies. The discussions reflect an effort among teachers to not only integrate AI tools into their teaching practices but also to ensure these tools are used ethically and effectively, balancing technological advancements with pedagogical soundness. The findings of the study underscore the critical role of Joint Enterprise in fostering a community that is responsive to evolving educational technologies. HIGHLIGHTS: The study revealed that English teachers in the selected Facebook groups engaging collaboratively on Artificial Intelligence (AI) tools, discussing their integration, acceptance, and application in teaching practices. The teachers also expressed concerns about AI in English Language Teaching (ELT), focusing on ethical use, over-reliance risks, and the importance of teacher involvement, highlighting a collective effort to address these AI-related challenges. Reflecting on the concept of Joint Enterprise within Virtual Communities of Practice (VCoP), the findings illustrate the dynamic roles assumed by community members, encompassing information sharers, knowledge seekers, critics, and learners.
Blending process and genre approaches in teaching academic writing to first-year English as a second language students Maluleke J, Mzamani
JEES (Journal of English Educators Society) Vol 9 No 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i2.1835

Abstract

The article aims to provide a comparative analysis of the approaches employed by lecturers e to teach academic writing to first - year English as a second language (ESL) students at the university level. Lecturers are typically expected to adopt either the genre - based or process - oriented approach when instructing students from diverse multilingual and multicultural backgrounds, who possess varying levels of English proficiency. The process - genre approach is recommended by the researcher as it effectively enhances students’ academic writing abilities. The study utilized pre- and post-tests to evaluate the academic writingskills of first-year students. The pre-test served as an initial evaluation of the participants’ writing proficiency, providing a baseline for improvement, while the post-test measured progress after several weeks of instruction. Additionally, a questionnaire was administered to gather students’ perspectives on academic writing. The findings indicate that many ESL students face challenges of managing course content while simultaneously grappling with the grammatical, lexical, and syntactic complexities of the target language. Consequently, lecturers are encouraged to apply the process - genre approach to support students in improving their academic writing skills and bridging the gap between secondary and tertiary education. HIGHLIGHTS: ESL students experience challenges in writing coherent, logical, and grammatically correct essays. ESL struggle to manage course contents while struggling with grammatical, lexical and syntactic complexities of the target language. Blending the process and genre approaches helps students to improve their academic writing levels.
Paradigm Shift of Online English Language Platform as an Assessment Standard System Saputra, Karin Sari; Halimi, Sisilia Setiawati; Anjarningsih, Harwintha Yuhria
JEES (Journal of English Educators Society) Vol 9 No 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i2.1849

Abstract

Monitoring mechanisms are critical to the success of online English language learning programs, particularly where self - directed learning poses challenges to maintaining quality outcomes. This conceptual article introduces a paradigm shift in online language learning by proposing a standardized assessment framework to monitor learners’ progress. Through a theoretical analysis of existing online learning models, the article integrates insights from both humanistic technology and linguistic performance metrics to develop a new monitoring system. The proposed framework ensures consistent evaluation of learners’ knowledge, skills, and behaviors, tailored to the specific demands of online environments. The implications of this approach suggest that by incorporating standardized monitoring can significantly enhance learner engagement, accountability, and proficiency in online English platforms, thereby improving the overall quality of distance learning experiences. HIGHLIGHTS: Introduction of a standardized assessment framework: The study proposes a paradigmshift by integrating a standardized online assessment system to enhance the quality assuranceof English language learning platforms. Humanistic technology in language learning: The research highlights how digital platformsdriven by humanistic technology can effectively address the challenges of distance foreignlanguage learning. Improved student performance through monitoring mechanisms: Findings demonstratethat integrating pedagogical monitoring practices leads to measurable improvements inlearners’ language skills and engagement.
Literary genres in English textbooks for Senior High School Aulia, Dhini; Yusuf, Fazri Nur; Sukyadi, Didi; Aziz Lubis, Azhar
JEES (Journal of English Educators Society) Vol 9 No 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i2.1876

Abstract

While the potential of literary works in English as a Foreign Language (EFL) education is often discussed, limited research exist on their integration into Indonesian senior high schools English textbooks. The present study investigates how literary genres are incorporated into English textbooks in Indonesian senior high schools by investigating (1) the literary genre described in the textbooks and (2) the tasks that describe the language skills and the literary - specific knowledge to recognize the critical role of such content in fostering students' language development, cultural and intercultural awareness, and engagement in EFL education. The data sources of this study were three levels of senior high school English student textbooks published by the Indonesian government. The study combined a quantitative approach to examine the presence of literary works with qualitative content analysis to unpack the language skills and literary-specific knowledge included in the textbooks. The framework utilized literary genre terms and literary-specific knowledge. Among the 31 chapters in the textbooks, 12 chapters (39%) addressed literary works from various cultures, with 53% of the texts derived from the Indonesian context. In addition to language skills activities and tasks, there were literary knowledge activities. These findings implied that improving students' cultural and intercultural awareness may pose challenges. Moreover, these results highlight the importance of incorporating more authentic English literary works into English textbooks to prepare students for real - world English cultures. HIGHLIGHTS: The literary genres represented in these textbooks include fiction, nonfiction, and poetry. The authors of the analyzed textbooks predominantly utilized the term “genre-based text”,including narrative and recount texts, without introducing the term “literary" or "sastra". Over 53% of the literary content in these textbooks consists of texts or stories in anIndonesian context, so educators should include learning materials that feature originalliterary works to increase students' exposure to Western culture.

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